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Social Studies Curriculum Guide

FIRST GRADE

August 2009

Grade/Course: Grade One – American Heroes

August 2009.

Standards: G2; G3a,b,c; CG2; 2 weeks

Unit One:

Our Earth, Our Home

Themes and Concepts/Topics:

Geographic Settinglocationlandformscontinentsoceans

Characterpatriotic songs

Everyday Life

Economic Choicesgoods/servicesscarcity/choiceproducers/consumers

Standards: H1a,b; G1; CG1; E1; E2; E32 weeks

Unit Two:

Benjamin Franklin


Contributionsinventorauthorstatesman

Geographic SettingPhiladelphiaEurope

Charactercommitmenttolerance

Everyday LifeelectricityPoor Richard’s Almanacbifocals

Economic Choicesgoods/services – printing scarcity/choiceproducers/consumers


Unit Four:

Thomas Jefferson


Contributionsauthor of the Declaration of IndependencePresident of the United StatesLouisiana Purchase

Geographic SettingVirginiaMonticello

Characterfairnessequality

Everyday Lifegardeningwriting

Economic Choicesgoods/services – agriculture scarcity/choiceproducers/consumers


Unit Three: Lewis & Clark;Sacagawea


ContributionsExploration of Louisiana Purchase

Geographic SettingMississippi RiverMissouri RiverRocky MountainsColumbia River

Charactercouragerespect for the environmentperseverance

Everyday Lifediary/journalnaturalist

Economic Choicesgoods/services – report findings scarcity/choiceproducers/consumers

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This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership Association for the Social Studies (GLASS), June 2007. Electronic copies are available at www.gcss.net in Microsoft Word format.

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Unit Five:

George Washington Carver


Contributionsscientific research

Geographic SettingTuskegee University

Characterperseverance

Everyday Lifeuses of the peanut

Economic Choicesgoods/services – agriculture scarcity/choiceproducers/consumers


Unit Six:

Harriet Tubman


ContributionsUnderground Railroad

Geographic SettingMaryland

Characterrespect for otherscourage

Everyday Lifeslavery vs. freedom

Economic Choicesgoods/services – safety scarcity/choiceproducers/consumers

Standards: H2a; G1; CG1; E1; E2; E32 weeks

Unit Eight:

American Folktales


Unit Seven:

Theodore Roosevelt


Contributionsprotect the environment

Geographic Settingnational parks

Characterconservation

Everyday LifeTeddy Bear

Economic Choicesgoods/services – parks scarcity/choiceproducers/consumers


Contributionsindependencehard worknational heritage

Geographic Settingfrontier

Charactercouragerespect for others

Everyday Lifehuman-environment interaction

Economic Choicesgoods/services – labor scarcity/choiceproducers/consumers

http://www.gcss.net/


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Standards: E42 weeks

Unit Nine:

Personal Finance


Contributionssmart spending and saving

Characterself-discipline

Economic Choicescostsbenefits


Grade OneUnit 1: Our Earth, Our Home


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Elaborated Unit Focus: The focus of this unit is the major topographical features of Earth and the student’s location on Earth.

GPS Standards:

GeographyG2 The student will identify and locate his/her city, county, state, nation and continent on a simple map or a globe.

G3 The student will locate major topographical features of the earth’s surface.a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).

Civics and GovernmentCG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful.



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Grade One – Unit 1Enduring Understandings and Unit Essential Questions

People can describe where they live in many different ways.How can we describe where we live? (SS1G2)

Earth is divided into seven continents and four oceans.How is Earth’s surface divided into large areas of land and water? (SS1G3a, b)

Earth has many different landforms.What landforms make the United States unique? (SS1G3c)

Patriotism is a way to show respect for one’s country.How do the words to America and America the Beautiful show patriotism? (SS1CG2)


Grade One

Unit 2: Benjamin Franklin


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Elaborated Unit Focus: The focus of this unit is Benjamin Franklin and his contributions to the American way of life.

GPS Standards:

HistoryH1 The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by Benjamin Franklin (inventor, author, statesman).b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

GeographyG1 The student will describe the cultural and geographic systems associated with Benjamin Franklin (inventor, author, statesman).

Civics and GovernmentCG1 The student will describe how Benjamin Franklin displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.

EconomicsE1 The student will identify goods that people make and services that people provide for each other.E2 The student will explain that people have to make choices about goods and services because of scarcity.E3 The student will describe how people are both producers and consumers.



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Many people do things that improve life for other people. How did Benjamin Franklin make life better for people in our country? (SS1H1a) How did Benjamin Franklin show good character traits? (SS1CG1)

People in the past had different kinds of food, clothing, homes, transportation, communication, and recreation from people today.

How was daily life for Benjamin Franklin the same as and different from ours? (SS1H1b)

The natural world and people around us shape what we do. How did where Benjamin Franklin lived help shape his life? (SS1G1)

Scarcity causes people to make choices about goods and services. How did Benjamin Franklin make choices? (SS1E2)

People are both consumers and producers of goods and services. Why did Benjamin Franklin provide goods or services that helped others? (SS1E1;

SS1E3)


Grade OneUnit 3: Lewis & Clark/Sacagawea


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Elaborated Unit Focus: The focus of this unit is the lives of Meriwether Lewis, William Clark, and Sacagawea and how their teamwork contributed to the American way of life.

GPS Standards:

HistoryH1 The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by Meriwether Lewis, William Clark, and Sacagawea.b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

GeographyG1 The student will describe the cultural and geographic systems associated with Meriwether Lewis, William Clark, and Sacagawea as they explored the Louisiana Purchase.

Civics and GovernmentCG1 The student will describe how Meriwether Lewis, William Clark, and Sacagawea displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.



Grade One – Unit 3Enduring Understandings and Essential Questions

Many people do things that improve life for other people. How did Meriwether Lewis, William Clark, and Sacagawea make life better

for people in our country? (SS1H1a) How did Meriwether Lewis, William Clark, and Sacagawea show good

character traits? (SS1CG1)


How was daily life for Meriwether Lewis, William Clark, and Sacagawea the same as and different from ours? (SS1H1b)

The natural world and people around us shape what we do. How did where Meriwether Lewis, William Clark, and Sacagawea lived help

shape their lives? (SS1G1)

Scarcity causes people to make choices about goods and services. How did Meriwether Lewis, William Clark, and Sacagawea make choices?

(SS1E2)

People are both consumers and producers of goods and services. Why did Meriwether Lewis, William Clark, and Sacagawea provide goods or

services that helped others? (SS1E1; SS1E3)


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Grade One

Unit 4: Thomas Jefferson


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Elaborated Unit Focus: The focus of this unit is Thomas Jefferson and his contributions to the American way of life.

GPS Standards:

HistoryH1 The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by Thomas Jefferson (author of the Declaration of Independence).b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

GeographyG1 The student will describe the cultural and geographic systems associated with Thomas Jefferson.

Civics and GovernmentCG1 The student will describe how Thomas Jefferson displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.




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Many people do things that improve life for other people. How did Thomas Jefferson make life better for people in our country? (SS1H1a)How did Thomas Jefferson show good character traits? (SS1CG1)

People in the past had different kinds of food, clothing, homes, transportation, communication, and recreation from people today. How was daily life for Thomas Jefferson the same as and different from ours? (SS1H1b)

The natural world and people around us shape what we do.How did where Thomas Jefferson lived help shape his life? (SS1G1)

Scarcity causes people to make choices about goods and services.How did Thomas Jefferson make choices? (SS1E2)

People are both consumers and producers of goods and services.Why did Thomas Jefferson provide goods or services that helped others? (SS1E1; SS1E3)


Grade OneUnit 5: George Washington Carver


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Elaborated Unit Focus: The focus of this unit is George Washington Carver and his contributions to the American way of life.

GPS Standards:

HistoryH1 The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by George Washington Carver in using science to create new uses for the peanut.b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

GeographyG1 The student will describe the cultural and geographic systems associated with George Washington Carver.

Civics and GovernmentCG1 The student will describe how George Washington Carver displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.




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Many people do things that improve life for other people. How did George Washington Carver make life better for people in our country? (SS1H1a) How did George Washington Carver show good character traits? (SS1CG1)


How was daily life for George Washington Carver the same as and different from ours? (SS1H1b)

The natural world and people around us shape what we do. How did where George Washington Carver lived help shape his life? (SS1G1)

Scarcity causes people to make choices about goods and services. How did George Washington Carver make choices? (SS1E2)

People are both consumers and producers of goods and services. Why did George Washington Carver provide goods or services that helped others?

(SS1E1; SS1E3)


Grade OneUnit 6: Harriett Tubman


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Elaborated Unit Focus: The focus of this unit is Harriet Tubman and her contributions to the American way of life.

GPS Standards:

HistoryH1 The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by Harriet Tubman in helping escaped slaves to reach freedom.b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

GeographyG1 The student will describe the cultural and geographic systems associated with Harriet Tubman.

Civics and GovernmentCG1 The student will describe how Harriet Tubman displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.



Grade OneUnit 6: Harriett Tubman


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Many people do things that improve life for other people. How did Harriet Tubman make life better for people in our country? (SS1H1a) How did Harriet Tubman show good character traits? (SS1CG1)


How was daily life for Harriet Tubman the same as and different from ours? (SS1H1b)

The natural world and people around us shape what we do. How did where Harriet Tubman lived help shape her life? (SS1G1)

Scarcity causes people to make choices about goods and services. How did Harriet Tubman make choices? (SS1E2)

People are both consumers and producers of goods and services. Why did Harriet Tubman provide goods or services that helped others? (SS1E1; SS1E3)


Grade OneUnit 7: Theodore Roosevelt


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Elaborated Unit Focus: The focus of this unit is Theodore Roosevelt and his contributions to the American way of life.

GPS Standards:

HistoryH1 The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by Theodore Roosevelt in creating the first national park and working to protect the environment.b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation)

GeographyG1 The student will describe the cultural and geographic systems associated with Theodore Roosevelt.

Civics and GovernmentCG1 The student will describe how Theodore Roosevelt displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment




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Many people do things that improve life for other people. How did Theodore Roosevelt make life better for people in our country? (SS1H1a) How did Theodore Roosevelt show good character traits? (SS1CG1)


How was daily life for Theodore Roosevelt the same as and different from ours? (SS1H1b)

The natural world and people around us shape what we do. How did where Theodore Roosevelt lived help shape his life? (SS1G1)

Scarcity causes people to make choices about goods and services. How did Theodore Roosevelt make choices? (SS1E2)

People are both consumers and producers of goods and services. Why did Theodore Roosevelt provide goods or services that helped others? (SS1E1;

SS1E3)


Grade OneUnit 8: American Folktales


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Elaborated Unit Focus: The focus of this unit is the folklore that reflects our national heritage.

GPS Standards:

HistoryH2 The student will read or listen to American folktales and explain how they characterize our national heritage

Civics and GovernmentCG1 The student will describe how John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley displayed the character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment




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Folktales reflect a country’s heritage.How do folktales show positive things about our country? (SS1H2)

Good citizens have good character traits.How do the people in American folktales show good character traits? (SS1CG1)

Scarcity causes people to make choices about goods and services.Why do people like those in folktales have to make choices about which goods and services they want most? (SS1E2)

People are both consumers and producers of goods and services.How do the characters in folktales help others by producing and/or consuming both goods and/or services? (SS1E1; SS1E3)


Grade OneUnit 9: Personal Finance


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GPS Standards:

EconomicsE4 The student will describe the costs and benefits of personal spending and saving choices.

Elaborated Unit Focus: The focus of this unit is the self-discipline required to make informed and reasoned decisions concerning wise spending and saving choices.


This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership Association for the Social Studies (GLASS) for their members, June 2007. Electronic copies are available at www.gcss.net in Microsoft Word format.

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Decisions about personal spending and saving are both positive and negative. How are decisions about spending money both good and bad? (SS1E4) How are decisions about saving money both good and bad? (SS1E4)


Grade OneSummary of Enduring Understandings

Unit 1: Our Earth, Our Home People can describe where they live in many different ways. Earth is divided into seven continents and four oceans. Earth has many different landforms. Patriotism is a way to show respect for one’s country.

Unit 2: Benjamin Franklin Many people do things that improve life for other people. People in the past had different kinds of food, clothing, homes, transportation,

communication, and recreation from people today. The natural world and people around us shape what we do. Scarcity causes people to make choices about goods and services. People are both consumers and producers of goods and services.

Unit 3: Lewis and Clark; Sacagawea Many people do things that improve life for other people. People in the past had different kinds of food, clothing, homes, transportation,


Unit 4: Thomas Jefferson Many people do things that improve life for other people. People in the past had different kinds of food, clothing, homes, transportation,


Unit 5: George Washington Carver Many people do things that improve life for other people. People in the past had different kinds of food, clothing, homes, transportation,

communication, and recreation from people today. The natural world and people around us shape what we do. Scarcity causes people to make choices about goods and services. People are both consumers and producers of goods and services

Unit 6: Harriet TubmanThis document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership Association for the Social Studies (GLASS) for their members, June 2007. Electronic copies are available at www.gcss.net in Microsoft Word format.

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Many people do things that improve life for other people. People in the past had different kinds of food, clothing, homes, transportation,


Unit 7: Theodore Roosevelt Many people do things that improve life for other people. People in the past had different kinds of food, clothing, homes, transportation,


Unit 8: American Folktales Folktales reflect a country’s heritage. Good citizens have good character traits. Scarcity causes people to make choices about goods and services. People are both consumers and producers of goods and services.

Unit 9: Personal Finance Decisions about personal spending and saving are both positive and negative.


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Social Studies Skills MatricesMAP AND GLOBE SKILLS

GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills

Map and Globe Skills K 1 2 3 4 5 6 7 8 9-12

1. use cardinal directions I M A A A A A A A A

2. use intermediate directions I M A A A A A A A

3. use a letter/number grid system to determine location I M A A A A A A

4. compare and contrast the categories of natural, cultural, and political features found on maps

I M A A A A A A

5. use inch to inch map scale to determine distance on map I M A A A A A A

6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps

I D M A A A A A

7. use a map to explain impact of geography on historical and current events I D M A A A A A

8. draw conclusions and make generalizations based on information from maps I M A A A A A

9. use latitude and longitude to determine location I D D D M A A

10. use graphic scales to determine distances on a map I M A A A A

11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

I M A A A A

12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations

I M A A A A

INFORMATION PROCESSING SKILLSThis document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership Association for the Social Studies (GLASS) for their members, June 2007. Electronic copies are available at www.gcss.net in Microsoft Word format.

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GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.I: indicates when a skill is introduced in the standards and elements as part of the contentD: indicates grade levels where the teacher must develop that skill using the appropriate contentM: indicates grade level by which student should achieve mastery, the ability to use the skill in all situationsA: indicates grade levels where students will continue to apply and improve mastered skills


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